K88 Psychology of Teaching Foreign Languages : учебное пособие
для студентов филологических специальностей / А.А. Кудышева.
– Павлодар :Кереку, 2010. – 202 с.
В учебном пособии рассмотрены разносторонние взгляды отечественных и зарубежных ученых по основным вопросам психологии обучения иностранного языка. В учебном пособие много наглядного/иллюстрационного материала, в каждом разделе дается глоссарий основных терминов и понятий.
Учебное пособие рекомендуется студентом филологических специальностей вузов.
Preface As we all know, Psychology studies animal and human behavior. When we talk about human, it is impossible to separate language from human behavior. Therefore, it is natural that psychology has a lot to do with language. In fact, many psychologists have studied mother tongue and found some learning principles. As D.A. Wilkins (1972) stated: “…. if there really are general language learning principles involved, this can not be without interests for Foreign Language Learning”
In our opinion to get better results in language acquisition, both native and foreign, one must first of all be competent in Psychological side of process named as language acquisition. This statement can also be addressed to the teachers of Foreign language.
This tutorial will be useful for teachers of Foreign language, students of foreign language department, who in their future professional activity will deal with teaching foreign languages and for all readers who are interested in Psychology of Foreign language teaching.
This book observes such complicated questions of foreign language teaching and acquisition as - Psychological content of foreign languages teaching and its relationship with psycholinguistics, psychology and pedagogy; Foreign language as a school subject, its features and contents; Psychological and pedagogical features of teaching foreign languages; Theories and types of teaching foreign languages; Styles and strategies of learning foreign languages; Personality and speech; Speech development at various age stages; Psychological features of differentiation in first and second language acquisition; Linguistic ability’s formation, it’s diagnosing and development.
This book fully reflects the content of typical course of the discipline - Psychology of foreign language teaching ( for specialty 5B011900 – Foreign language: two foreign languages), which is discipline of basic component of National Commonly obligatory standard of Education.
Structurally this book is subdivided into three main paragraphs, every paragraph consist of two parts. Every part has theoretical material, which observes different points of view on the stated theme, after theoretical part are given “Glossary and new concepts” which reader may face As a practical material “Topics and questions for study and discussion” are given. Items listed in “Topics and questions for study and discussion” are coded for either individual (I) work, group/pair (G) work, (E) essay writing or whole-class (C) discussion, as suggestions to the instructor on how to incorporate the topics and questions into a class session.
Psychological features of teaching foreign languages
1.1 Psychological content of teaching foreign languages and its relationship with psycholinguistics, psychology and pedagogy
If we take into consideration the experience of teaching “dead languages” such as Latin and Ancient Greece and the experience of teaching modern languages through natural communication of learners with native speakers the history of teaching foreign languages has long history.
Although the need to learn foreign languages is almost as old as human history itself, the origins of modern language education are in the study and teaching of Latin in the 17th century. Latin had for many centuries been the dominant language of education, commerce, religion, and government in much of the Western world, but it was displaced by French, Italian, and English by the end of the 16th century.
John Amos Comenius was one of many people who tried to reverse this trend. He composed a complete course for learning Latin, covering the entire school curriculum, culminating in his Opera Didactica Omnia, 1657.
In this work, Comenius also outlined his theory of language acquisition. He is one of the first theorists to write systematically about how languages are learned and about pedagogical methodology for language acquisition. He held that language acquisition must be allied with sensation and experience. Teaching must be oral. The schoolroom should have models of things, and failing that, pictures of them. As a result, he also published the world's first illustrated children's book, Orbis Sensualim Pictus. The study of Latin diminished from the study of a living language to be used in the real world to a subject in the school curriculum. Such decline brought about a new justification for its study. It was then claimed that its study developed intellectual abilities, and the study of Latin grammar became an end in and of itself.
"Grammar schools" from the 16th to 18th centuries focused on teaching the grammatical aspects of Classical Latin. Advanced students continued grammar study with the addition of rhetoric.